Examining the Relations between Executive Function, Math, and Literacy during the Transition to Kindergarten: A Multi-Analytic Approach

Autor/inn/en	Schmitt, Sara A.; Geldhof, G. John; Purpura, David J.; Duncan, Robert; McClelland, Megan M.
Titel	Examining the Relations between Executive Function, Math, and Literacy during the Transition to Kindergarten: A Multi-Analytic Approach
Quelle	(2017), (67 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1037/edu0000193
Schlagwörter	Executive Function; Mathematics Instruction; Transitional Programs; Kindergarten; Numeracy; Preschool Children; Structural Equation Models; Correlation; Elementary School Mathematics; Literacy; Parent Surveys; Cognitive Ability; Cognitive Tests; Achievement Tests; English (Second Language); Language Proficiency; Second Language Learning; Regression (Statistics); Statistical Analysis; Maximum Likelihood Statistics; Factor Analysis; Woodcock Johnson Tests of Cognitive Ability; Woodcock Johnson Psycho Educational Battery; Woodcock Munoz Language Survey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Rechenkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Elementare Mathematik; Schulmathematik; Alphabetisierung; Schreib- und Lesefähigkeit; Denkfähigkeit; Kognitiver Fähigkeitstest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Regression; Regressionsanalyse; Statistische Analyse; Faktorenanalyse
Abstract	The present study explored the bidirectional and longitudinal associations between executive function (EF) and early academic skills (math and literacy) across four waves of measurement during the transition from preschool to kindergarten using two complementary analytical approaches: cross-lagged panel modeling and latent growth curve modeling (LCGM). Participants included 424 children (49% female). On average, children were approximately 4.5 years old at the beginning of the study (M = 4.69, SD = 0.30) and 55% were enrolled in Head Start. Cross-lagged panel models indicated bidirectional relations between EF and math over preschool, which became directional in kindergarten with only EF predicting math. Moreover, there was a bidirectional relation between math and literacy that emerged in kindergarten. Similarly, LGCM revealed correlated growth between EF and math as well as math and literacy, but not EF and literacy. Exploring the patterns of relations across the waves of the panel model in conjunction with the patterns of relations between intercepts and slopes in the LGCMs led to a more nuanced understanding of the relations between EF and academic skills across preschool and kindergarten. Implications for future research on instruction and intervention development are discussed. [This paper was published in "Journal of Educational Psychology" v109 p1120-1140 2017 (EJ1160615).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01